---
_id: '64824'
abstract:
- lang: eng
  text: '<jats:p>(1) Background: As digitalisation transforms society, digital competences
    are increasingly essential. Yet students’ digital competences often vary significantly,
    largely influenced by socio-economic background. Some schools—termed “resilient
    schools”—effectively counter these disadvantages and foster high digital competence.
    This study investigates the prevalence of such schools and examines how they differ
    from others. (2) Methods: Drawing on representative ICILS 2023 data, quantitative
    secondary analyses—including descriptive statistics, t-tests, and multiple regression—were
    conducted. Following the identification of resilient schools, in-depth analyses
    focus on those countries with substantial proportions of resilient schools above
    10 percent (Austria, Italy, and Portugal), as these countries seem to have effective
    strategies to foster school resilience. (3) Results: The findings highlight considerable
    cross-national variation, indicating that school resilience is context-dependent.
    Resilient schools consistently emphasise student learning-related factors—such
    as ICT-related attitudes and educational aspirations—while the influence of home
    environments is less pronounced than in other schools. (4) Conclusions: Strengthening
    student learning-related factors appears to be crucial for building digital resilience.
    These insights can inform policy and practice aimed at fostering educational equity
    and closing the digital divide, particularly in socio-economically disadvantaged
    contexts.</jats:p>'
article_number: '898'
author:
- first_name: Jan
  full_name: Niemann, Jan
  last_name: Niemann
- first_name: Birgit
  full_name: Eickelmann, Birgit
  last_name: Eickelmann
- first_name: Kerstin
  full_name: Drossel, Kerstin
  last_name: Drossel
citation:
  ama: Niemann J, Eickelmann B, Drossel K. Overcoming Digital Inequalities—Identification
    and Characterisation of Digitally Resilient Schools in Different Countries Using
    ICILS 2023 Data. <i>Education Sciences</i>. 2025;15(7). doi:<a href="https://doi.org/10.3390/educsci15070898">10.3390/educsci15070898</a>
  apa: Niemann, J., Eickelmann, B., &#38; Drossel, K. (2025). Overcoming Digital Inequalities—Identification
    and Characterisation of Digitally Resilient Schools in Different Countries Using
    ICILS 2023 Data. <i>Education Sciences</i>, <i>15</i>(7), Article 898. <a href="https://doi.org/10.3390/educsci15070898">https://doi.org/10.3390/educsci15070898</a>
  bibtex: '@article{Niemann_Eickelmann_Drossel_2025, title={Overcoming Digital Inequalities—Identification
    and Characterisation of Digitally Resilient Schools in Different Countries Using
    ICILS 2023 Data}, volume={15}, DOI={<a href="https://doi.org/10.3390/educsci15070898">10.3390/educsci15070898</a>},
    number={7898}, journal={Education Sciences}, publisher={MDPI AG}, author={Niemann,
    Jan and Eickelmann, Birgit and Drossel, Kerstin}, year={2025} }'
  chicago: Niemann, Jan, Birgit Eickelmann, and Kerstin Drossel. “Overcoming Digital
    Inequalities—Identification and Characterisation of Digitally Resilient Schools
    in Different Countries Using ICILS 2023 Data.” <i>Education Sciences</i> 15, no.
    7 (2025). <a href="https://doi.org/10.3390/educsci15070898">https://doi.org/10.3390/educsci15070898</a>.
  ieee: 'J. Niemann, B. Eickelmann, and K. Drossel, “Overcoming Digital Inequalities—Identification
    and Characterisation of Digitally Resilient Schools in Different Countries Using
    ICILS 2023 Data,” <i>Education Sciences</i>, vol. 15, no. 7, Art. no. 898, 2025,
    doi: <a href="https://doi.org/10.3390/educsci15070898">10.3390/educsci15070898</a>.'
  mla: Niemann, Jan, et al. “Overcoming Digital Inequalities—Identification and Characterisation
    of Digitally Resilient Schools in Different Countries Using ICILS 2023 Data.”
    <i>Education Sciences</i>, vol. 15, no. 7, 898, MDPI AG, 2025, doi:<a href="https://doi.org/10.3390/educsci15070898">10.3390/educsci15070898</a>.
  short: J. Niemann, B. Eickelmann, K. Drossel, Education Sciences 15 (2025).
date_created: 2026-03-04T09:38:17Z
date_updated: 2026-03-04T09:41:33Z
department:
- _id: '462'
doi: 10.3390/educsci15070898
intvolume: '        15'
issue: '7'
language:
- iso: eng
publication: Education Sciences
publication_identifier:
  issn:
  - 2227-7102
publication_status: published
publisher: MDPI AG
status: public
title: Overcoming Digital Inequalities—Identification and Characterisation of Digitally
  Resilient Schools in Different Countries Using ICILS 2023 Data
type: journal_article
user_id: '40387'
volume: 15
year: '2025'
...
---
_id: '63169'
author:
- first_name: E
  full_name: Taranto, E
  last_name: Taranto
- first_name: S
  full_name: Jablonski, S
  last_name: Jablonski
- first_name: T
  full_name: Recio, T
  last_name: Recio
- first_name: E
  full_name: Cunha, E
  last_name: Cunha
- first_name: M
  full_name: Ludwig, M
  last_name: Ludwig
- first_name: MF
  full_name: Mammana, MF
  last_name: Mammana
citation:
  ama: 'Taranto E, Jablonski S, Recio T, Cunha E, Ludwig M, Mammana M. The Impact
    of a MOOC: Long-Term Analysis of Teachers’ Learning Outcomes and Practices. 2025;15(3).'
  apa: 'Taranto, E., Jablonski, S., Recio, T., Cunha, E., Ludwig, M., &#38; Mammana,
    M. (2025). <i>The Impact of a MOOC: Long-Term Analysis of Teachers’ Learning Outcomes
    and Practices</i>. <i>15</i>(3).'
  bibtex: '@article{Taranto_Jablonski_Recio_Cunha_Ludwig_Mammana_2025, title={The
    Impact of a MOOC: Long-Term Analysis of Teachers’ Learning Outcomes and Practices},
    volume={15}, number={3}, author={Taranto, E and Jablonski, S and Recio, T and
    Cunha, E and Ludwig, M and Mammana, MF}, year={2025} }'
  chicago: 'Taranto, E, S Jablonski, T Recio, E Cunha, M Ludwig, and MF Mammana. “The
    Impact of a MOOC: Long-Term Analysis of Teachers’ Learning Outcomes and Practices”
    15, no. 3 (2025).'
  ieee: 'E. Taranto, S. Jablonski, T. Recio, E. Cunha, M. Ludwig, and M. Mammana,
    “The Impact of a MOOC: Long-Term Analysis of Teachers’ Learning Outcomes and Practices,”
    vol. 15, no. 3, 2025.'
  mla: 'Taranto, E., et al. <i>The Impact of a MOOC: Long-Term Analysis of Teachers’
    Learning Outcomes and Practices</i>. no. 3, 2025.'
  short: E. Taranto, S. Jablonski, T. Recio, E. Cunha, M. Ludwig, M. Mammana, 15 (2025).
date_created: 2025-12-17T08:53:33Z
date_updated: 2025-12-17T08:56:34Z
intvolume: '        15'
issue: '3'
publication_identifier:
  issn:
  - 2227-7102
publication_status: published
quality_controlled: '1'
status: public
title: 'The Impact of a MOOC: Long-Term Analysis of Teachers'' Learning Outcomes and
  Practices'
type: journal_article
user_id: '111489'
volume: 15
year: '2025'
...
---
_id: '63168'
author:
- first_name: S
  full_name: Jablonski, S
  last_name: Jablonski
- first_name: M
  full_name: Ludwig, M
  last_name: Ludwig
citation:
  ama: Jablonski S, Ludwig M. Teaching and Learning of Geometry-A Literature Review
    on Current Developments in Theory and Practice. 2023;13(7).
  apa: Jablonski, S., &#38; Ludwig, M. (2023). <i>Teaching and Learning of Geometry-A
    Literature Review on Current Developments in Theory and Practice</i>. <i>13</i>(7).
  bibtex: '@article{Jablonski_Ludwig_2023, title={Teaching and Learning of Geometry-A
    Literature Review on Current Developments in Theory and Practice}, volume={13},
    number={7}, author={Jablonski, S and Ludwig, M}, year={2023} }'
  chicago: Jablonski, S, and M Ludwig. “Teaching and Learning of Geometry-A Literature
    Review on Current Developments in Theory and Practice” 13, no. 7 (2023).
  ieee: S. Jablonski and M. Ludwig, “Teaching and Learning of Geometry-A Literature
    Review on Current Developments in Theory and Practice,” vol. 13, no. 7, 2023.
  mla: Jablonski, S., and M. Ludwig. <i>Teaching and Learning of Geometry-A Literature
    Review on Current Developments in Theory and Practice</i>. no. 7, 2023.
  short: S. Jablonski, M. Ludwig, 13 (2023).
date_created: 2025-12-17T08:53:33Z
date_updated: 2025-12-17T08:56:40Z
intvolume: '        13'
issue: '7'
publication_identifier:
  issn:
  - 2227-7102
publication_status: published
quality_controlled: '1'
status: public
title: Teaching and Learning of Geometry-A Literature Review on Current Developments
  in Theory and Practice
type: journal_article
user_id: '111489'
volume: 13
year: '2023'
...
---
_id: '35522'
abstract:
- lang: eng
  text: <jats:p>Following concepts describing lesson planning as a form of anticipatory
    reflection, preservice physics teachers’ reflection skills are assumed to be positively
    connected with their planning skills. However, empirical evidence on this is scarce.
    To explore how relations between these specific skills change over the course
    of a field experience controlling for influences of professional knowledge, we
    conduct a pre-post field study with N = 95 preservice physics teachers in a one-semester
    field experience. Content knowledge (CK) and pedagogical content knowledge (PCK)
    (paper-and-pencil tests), and reflection and planning skills (standardized performance
    assessments) were assessed before and after the field experience. Path analyses
    revealed almost no influence of reflection skills on planning skills. Reflections
    skills did not contribute to preservice teachers planning skills beyond knowledge,
    indicating both constructs might represent rather independent abilities. The results
    show the need for further development of models describing the development of
    teachers’ professional knowledge and skills in academic teacher education and
    for the development of concepts for a better integration of reflection and lesson
    planning in field experiences.</jats:p>
article_number: '479'
author:
- first_name: Christoph
  full_name: Vogelsang, Christoph
  id: '4245'
  last_name: Vogelsang
- first_name: Christoph
  full_name: Kulgemeyer, Christoph
  last_name: Kulgemeyer
- first_name: Josef
  full_name: Riese, Josef
  last_name: Riese
citation:
  ama: Vogelsang C, Kulgemeyer C, Riese J. Learning to Plan by Learning to Reflect?—Exploring
    Relations between Professional Knowledge, Reflection Skills, and Planning Skills
    of Preservice Physics Teachers in a One-Semester Field Experience. <i>Education
    Sciences</i>. 2022;12(7). doi:<a href="https://doi.org/10.3390/educsci12070479">10.3390/educsci12070479</a>
  apa: Vogelsang, C., Kulgemeyer, C., &#38; Riese, J. (2022). Learning to Plan by
    Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection
    Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field
    Experience. <i>Education Sciences</i>, <i>12</i>(7), Article 479. <a href="https://doi.org/10.3390/educsci12070479">https://doi.org/10.3390/educsci12070479</a>
  bibtex: '@article{Vogelsang_Kulgemeyer_Riese_2022, title={Learning to Plan by Learning
    to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills,
    and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience},
    volume={12}, DOI={<a href="https://doi.org/10.3390/educsci12070479">10.3390/educsci12070479</a>},
    number={7479}, journal={Education Sciences}, publisher={MDPI AG}, author={Vogelsang,
    Christoph and Kulgemeyer, Christoph and Riese, Josef}, year={2022} }'
  chicago: Vogelsang, Christoph, Christoph Kulgemeyer, and Josef Riese. “Learning
    to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge,
    Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester
    Field Experience.” <i>Education Sciences</i> 12, no. 7 (2022). <a href="https://doi.org/10.3390/educsci12070479">https://doi.org/10.3390/educsci12070479</a>.
  ieee: 'C. Vogelsang, C. Kulgemeyer, and J. Riese, “Learning to Plan by Learning
    to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills,
    and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience,”
    <i>Education Sciences</i>, vol. 12, no. 7, Art. no. 479, 2022, doi: <a href="https://doi.org/10.3390/educsci12070479">10.3390/educsci12070479</a>.'
  mla: Vogelsang, Christoph, et al. “Learning to Plan by Learning to Reflect?—Exploring
    Relations between Professional Knowledge, Reflection Skills, and Planning Skills
    of Preservice Physics Teachers in a One-Semester Field Experience.” <i>Education
    Sciences</i>, vol. 12, no. 7, 479, MDPI AG, 2022, doi:<a href="https://doi.org/10.3390/educsci12070479">10.3390/educsci12070479</a>.
  short: C. Vogelsang, C. Kulgemeyer, J. Riese, Education Sciences 12 (2022).
date_created: 2023-01-09T15:25:28Z
date_updated: 2023-01-09T15:27:20Z
department:
- _id: '299'
- _id: '33'
doi: 10.3390/educsci12070479
intvolume: '        12'
issue: '7'
keyword:
- Public Administration
- Developmental and Educational Psychology
- Education
- Computer Science Applications
- Computer Science (miscellaneous)
- Physical Therapy
- Sports Therapy and Rehabilitation
language:
- iso: eng
publication: Education Sciences
publication_identifier:
  issn:
  - 2227-7102
publication_status: published
publisher: MDPI AG
status: public
title: Learning to Plan by Learning to Reflect?—Exploring Relations between Professional
  Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers
  in a One-Semester Field Experience
type: journal_article
user_id: '4245'
volume: 12
year: '2022'
...
---
_id: '63174'
author:
- first_name: A
  full_name: Barbosa, A
  last_name: Barbosa
- first_name: I
  full_name: Vale, I
  last_name: Vale
- first_name: S
  full_name: Jablonski, S
  last_name: Jablonski
- first_name: M
  full_name: Ludwig, M
  last_name: Ludwig
citation:
  ama: Barbosa A, Vale I, Jablonski S, Ludwig M. Walking through Algebraic Thinking
    with Theme-Based (Mobile) Math Trails. 2022;12(5).
  apa: Barbosa, A., Vale, I., Jablonski, S., &#38; Ludwig, M. (2022). <i>Walking through
    Algebraic Thinking with Theme-Based (Mobile) Math Trails</i>. <i>12</i>(5).
  bibtex: '@article{Barbosa_Vale_Jablonski_Ludwig_2022, title={Walking through Algebraic
    Thinking with Theme-Based (Mobile) Math Trails}, volume={12}, number={5}, author={Barbosa,
    A and Vale, I and Jablonski, S and Ludwig, M}, year={2022} }'
  chicago: Barbosa, A, I Vale, S Jablonski, and M Ludwig. “Walking through Algebraic
    Thinking with Theme-Based (Mobile) Math Trails” 12, no. 5 (2022).
  ieee: A. Barbosa, I. Vale, S. Jablonski, and M. Ludwig, “Walking through Algebraic
    Thinking with Theme-Based (Mobile) Math Trails,” vol. 12, no. 5, 2022.
  mla: Barbosa, A., et al. <i>Walking through Algebraic Thinking with Theme-Based
    (Mobile) Math Trails</i>. no. 5, 2022.
  short: A. Barbosa, I. Vale, S. Jablonski, M. Ludwig, 12 (2022).
date_created: 2025-12-17T08:53:34Z
date_updated: 2025-12-17T08:56:22Z
intvolume: '        12'
issue: '5'
publication_identifier:
  issn:
  - 2227-7102
publication_status: published
quality_controlled: '1'
status: public
title: Walking through Algebraic Thinking with Theme-Based (Mobile) Math Trails
type: journal_article
user_id: '111489'
volume: 12
year: '2022'
...
---
_id: '63173'
author:
- first_name: S
  full_name: Barlovits, S
  last_name: Barlovits
- first_name: S
  full_name: Jablonski, S
  last_name: Jablonski
- first_name: C
  full_name: Lázaro, C
  last_name: Lázaro
- first_name: M
  full_name: Ludwig, M
  last_name: Ludwig
- first_name: T
  full_name: Recio, T
  last_name: Recio
citation:
  ama: Barlovits S, Jablonski S, Lázaro C, Ludwig M, Recio T. Teaching from a Distance-Math
    Lessons during COVID-19 in Germany and Spain. 2021;11(8).
  apa: Barlovits, S., Jablonski, S., Lázaro, C., Ludwig, M., &#38; Recio, T. (2021).
    <i>Teaching from a Distance-Math Lessons during COVID-19 in Germany and Spain</i>.
    <i>11</i>(8).
  bibtex: '@article{Barlovits_Jablonski_Lázaro_Ludwig_Recio_2021, title={Teaching
    from a Distance-Math Lessons during COVID-19 in Germany and Spain}, volume={11},
    number={8}, author={Barlovits, S and Jablonski, S and Lázaro, C and Ludwig, M
    and Recio, T}, year={2021} }'
  chicago: Barlovits, S, S Jablonski, C Lázaro, M Ludwig, and T Recio. “Teaching
    from a Distance-Math Lessons during COVID-19 in Germany and Spain” 11, no. 8 (2021).
  ieee: S. Barlovits, S. Jablonski, C. Lázaro, M. Ludwig, and T. Recio, “Teaching
    from a Distance-Math Lessons during COVID-19 in Germany and Spain,” vol. 11, no.
    8, 2021.
  mla: Barlovits, S., et al. <i>Teaching from a Distance-Math Lessons during COVID-19
    in Germany and Spain</i>. no. 8, 2021.
  short: S. Barlovits, S. Jablonski, C. Lázaro, M. Ludwig, T. Recio, 11 (2021).
date_created: 2025-12-17T08:53:34Z
date_updated: 2025-12-17T08:56:30Z
intvolume: '        11'
issue: '8'
publication_identifier:
  issn:
  - 2227-7102
publication_status: published
quality_controlled: '1'
status: public
title: Teaching from a Distance-Math Lessons during COVID-19 in Germany and Spain
type: journal_article
user_id: '111489'
volume: 11
year: '2021'
...